TEC603 Woods Technology II A Course Outline for Applied Technology

Parsippany-Troy Hills School District TEC603 Woods Technology II A Course Outline for Applied Technology Developed: June 1990 Revised: August 2009 June 2016 Approved: November 2012 Approved by the Board of Education August 25, 2016

TEC603 WOODS TECHNOLOGY 2 Table of Contents STATEMENT OF PURPOSE... 3 RATIONALE... 3 MODIFICATIONS AND ADAPTIONS... 3 THE LIVING CURRICULUM... 4 AFFIRMATIVE ACTION... 4 GENERAL GOALS... 5 ASSESSMENT PROCEDURES... 6 COURSE PROFICIENCIES... 8 I. PLANNING... 9 II. HAND TOOLS AND POWER TOOLS... 11 III. SAFETY... 14 IV. FINISHING... 21 BIBLIOGRAPHY... 23 APPENDIX A SAMPLE AUTHENTIC ASSESSMENT... 24 APPENDIX B RUBRIC FOR AUTHENTIC ASSESSMENT....26 APPENDIX C NJSLS STANDARDS... 28 APPENDIX D CURRICULUM MODIFICATIONS AND ADAPTIONS... 29

TEC603 WOODS TECHNOLOGY 3 STATEMENT OF PURPOSE Woods Technology II is a full-year course that will refine student skills in the area of structural design, joint formation, precision tool usage, wood finishing, laminating, and hardware selection/installation. The course is designed to be taken once a student has successfully completed a year of Woods Technology I, and will afford each individual the opportunity to fully investigate career possibilities. The Woods Technology II curriculum will go well beyond the exploratory phase of Woods Technology I. New instruments, tools, techniques, and technologies will be utilized throughout the year. Each student will perform detailed layout designs and follow procedures that are currently being used in related fields each day. Separately we assess students to gauge progress and inform instruction. Benchmark assessments for students in grades 9 through 12 are administered in the form of a midterm and final exam for full year courses. *Special Note: Only final exams are administered at the end of quarter courses and semester RATIONALE The revised Woods Technology II curriculum (formerly called Cabinetmaking) was changed to better identify the new technologies introduced into the program is designed to reflect the many industry changes that have occurred over recent years. The integration and utilization of technology has resulted in numerous changes in the workplace environment. The Woods Technology II course uses the mastery of skills to solve real world problems, incorporate teamwork/cooperative learning strategies, and emphasize efficient human resource management practices. These practices will impart knowledge and instill confidence in each student while building life-long occupational skills, which will serve him/her through his/her life. Throughout the year, the Woods Technology II curriculum offers each student a variety of project choices, and options and is directly aligned with the New Jersey Standards for Technology, the New Jersey Standards for 21st Century Life and Careers, and the Student Learning English Language Arts Standards for Science and Student Learning Technical Subjects.

TEC603 WOODS TECHNOLOGY 4 THE LIVING CURRICULUM Curriculum guides are designed to be working documents. Teachers are encouraged to make notes in the margins. Written comments can serve as the basis for future revisions. In addition, the teachers and administrators are invited to discuss elements of the guides as implemented in the classroom and to work collaboratively to develop recommendations for curriculum reforms as needed. AFFIRMATIVE ACTION During the development of this course of study, particular attention was paid to material, which might discriminate on the basis of sex, race, religion, national origin, or creed. Every effort has been made to uphold both the letter and spirit of affirmative action mandates as applied to the content, the texts and the instruction inherent in this course. MODIFICATIONS AND ADAPTATIONS For guidelines on how to modify and adapt curricula to best meet the needs of all students, instructional staff should refer to the Curriculum Modifications and Adaptations included as an Appendix in this curriculum. Instructional staff of students with Individualized Education Plans (IEPs) must adhere to the recommended modifications outlined in each individual plan.

TEC603 WOODS TECHNOLOGY 5 GENERAL GOALS The students will: 1. develop a specified level of proficiency in terms of the use of common tools and machines. 2. develop technical talents aligned with the woodworking trades. 3. develop an understanding of how design practices relate to each finished product. 4. develop problem-solving skills essential in the cabinetmaking industry. 5. develop an understanding of how technology can be utilized to enhance cabinetmaking procedures. 6. develop the ability to make informed educational and occupational choices. 7. develop a strong consumer knowledge base, and an appreciation for industry products and practices.

TEC603 WOODS TECHNOLOGY 6 ASSESSMENT PROCEDURES Project and Designs 35% Research-based planning and development Class Participation 45% Ability to actively work on task Ability to work collaboratively with all members of the class Ability to perform whatever task is assigned Ability to successfully complete each assigned task Tests/Quizzes 10% Skill practicals Class Work/Reports 10% Final Grade Full Year Course Each marking period shall count as 20% of the final grade The midterm assessment will count as 10% of the final grade, and the final assessment will count as 10% of the final grade.

TEC603 WOODS TECHNOLOGY 7 PARSIPPANY-TROY HILLS TOWNSHIP SCHOOLS COURSE PROFICIENCIES Course: TEC603 Title: WOODS TECHNOLOGY II IN ACCORDANCE WITH DISTRICT POLICY AS MANDATED BY THE NEW JERSEY ADMINISTRATIVE CODE AND THE NEW JERSEY STUDENT LEARNING STANDARDS, THE FOLLOWING ARE PROFICIENCIES REQUIRED FOR THE SUCCESSFUL COMPLETION OF THE ABOVE NAMED COURSE. The student will: 1. review the common woodshop hazards, determine how to prevent problems, and how to set-up a safe workshop environment. 2. learn how design determines how safe and functional a woodworking project will be. 3. learn to correctly name, read, view, and prepare drawings in order to properly lay out materials for construction. 4. learn to use a formula for calculating board feet to accurately figure lumber needs. 5. illustrate the main steps in designing, planning, and completing a wood project. 6. select and accurately use the correct measuring tool for a specific measuring task. 7. review how to correctly measure and mark stock wood for cutting. 8. identify the basic types of saws and cuts made with each. 9. learn how to layout and make a rabbet joint using various power tools. 10. learn how to layout and cut a dado, make a rabbet dado joint, and how to make cuts with power tools. 11. identify the major types of lap joints. 12. describe how miter joints are cut with various power tools, and explain the importance of accuracy when cutting them. 13. describe a mortise and tendon joint, and explain how hand tools are used to assemble on. 14. learn how to properly construct a drawer. 15. identify several methods of making and installing shelves within a cabinet, and then build a bookcase using simple casework construction. 16. learn the safety procedures that need to be followed when using power drills. 17. identify the various qualities, as well as functioning possibilities associated with a power drill when used for woodworking. 18. learn to operate a router correctly, safely, and effectively. 19. learn to operate a combination belt-and-disc sander, and a stationary belt sander. 20. learn to correctly operate a stationary disc sander. 21. describe the guidelines that should be followed when working with screwdrivers and screws. 22. explain how a clearance hole should be drilled and a wood screw driven into the wood.

TEC603 WOODS TECHNOLOGY 8 Course Proficiencies (continued) 23. identify the various types of joints and how they function. 24. explain how to make a dowel joint on solid stock material. 25. demonstrate the correct techniques for driving nails into wood. 26. explain the proper techniques for planning thin stock. 27. identify the main parts of the jointer and demonstrate how it is effectively used. 28. learn to change the blade on a table saw. 29. learn how to rip and crosscut wood. 30. learn how to use the dado head cutter to cut rabbets and dados on the table saw. 31. describe the safe operation of the power miter saw. 32. learn to make straight crosscuts, miters, bevels, and dado cuts using the power miter saw. 33. learn the appropriate safety procedures that must be followed when using the band saw. 34. learn how to cut circles and curves on a band saw. 35. learn how to change a blade on a band saw. 36. identify the operations that can be performed on the drill press using all safety procedures. 37. identify the common turning tools. 38. explain the procedure for faceplate turning. 39. select the correct adhesive and appropriate clamps for holding an edge joint together. 40. determine the steps involved in preparing a finished piece of wood. 41. select and apply a proper penetrating wood stain finish. 42. cut plastic laminate to an appropriate size and make the laminate adhere to a substance using contact cement. 43. select, design, and produce a personally chosen finished product utilizing the previously learned skills, tools, and materials.

TEC603 WOODS TECHNOLOGY 9 I. PLANNING Essential Question(s): a) How do appropriate planning and careful execution impact results? Enduring Understanding(s): a) With the right tools and correct measurements, the carpenter can succeed in implementing the design. Knowledge of tools and machines and safe practices help the student develop mastery in woodworking. PLANNING PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: 1. review the common woodshop hazards, determine how to prevent problems, and how to set-up a safe workshop environment. 9.3.12.AC-MO.1,6 9.3.12.AC.3 9.3.ST.2 8.1.12.F.1 8.1.12.A.3 9.3.12.AC-CST.5 CRP2,3,11 Students will: investigate specified Web-sites to gather information about wood shop safety and OSHA regulations. Then examine the wood shop area noting various safety features, such as: emergency shut-offs, ventilation fans, hazardous chemical cabinets, fire blanket and fire extinguishers and lumber storage. Complete a teacher-made safety packet and share the information they learned with their peers. EVALUATION/ ASSESSMENT Packet assessed for accuracy and completeness TEACHER NOTES http://www. woodworker.com http://www. woodzone.com http://www.osha.gov 2. learn how design determines how safe and functional a woodworking project will be. 9.3.12.AC.1,3 9.3.ST.2 8.1.12.F.1 CRP2,3,11 investigate a specified Web-site to obtain information on design elements, and then work in small groups to determine the three key elements in good, safe design while sharing at least three basic principles of functional design. They will next share their understanding in a large group discussion. Teacher anecdotal notes http://:www.wwodbin. com/ref/index.htm

TEC603 WOODS TECHNOLOGY 10 PLANNING PROFICIENCY / OBJECTIVE Standards SUGGESTED ACTIVITY The student will be able to: 3. learn to correctly name, read, view, and prepare drawings in order to properly lay out materials for construction. 9.3.12.AC.1 9.3.12.AC-MO.1 Students will: prepare a three-view drawing of a bookcase using appropriate line types (visible, hidden, extension, and dimensional lines). EVALUATION/ ASSESSMENT Assessed using teachermade rubric TEACHER NOTES 4. learn to use a formula for calculating board feet to accurately figure lumber needs. 5. illustrate the main steps in designing, planning and completing a wood project. 8.2.12.A.1 9.3.12.AC-DES.6 CRP8 9.3.12.AC-DES.6 CRP2,5,8,12 calculate the amount of material needed to build a bookcase, which includes waste and scrap that will be part of the project. select a piece of classroom furniture and prepare a written list, as well as a bill of materials for it, start to finish. At completion, present results to the class. Assessed for accuracy and completion Assessed using a teachermade rubric 6. select and accurately use the correct measuring tool for a specific measuring task. 8.2.12.F.1 9.3.12.AC-CST.9 perform a series of teacher-student lab exercises in which they will make both inside and outside measurements using a common tape measure then complete analysis questions. Lab sheet assessed for accuracy and completeness 7. review how to correctly measure and mark stock wood for cutting. 9.3.12.AC-CST.9 CRP8 perform an exercise in which they convert a metric drawing to the English system and vice versa then utilize various size pieces of wood to measure and provide proper dimensions, results will be recorded on a lab sheet using each system. Lab sheet assessed for accuracy and completeness

TEC603 WOODS TECHNOLOGY 11 II. HAND TOOLS AND POWER TOOLS Essential Question(s): Enduring Understanding(s): a) What are essential skills needed to be successful in the construction trade? a) Each category of tool-hand tools and power tools are power tools have their proper procedures and maintenance to follow. Practice with layout tools and tools for cutting, fastening, and finishing the student experience leading to expertise. HAND TOOLS AND POWER TOOLS CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 8. identify the basic types of saws and cuts made with each. 9.3.12.AC-CST.9 CRP2,3 Students will: observe teacher demonstrations using proper safety techniques when operating each of the shop saws then work with five different saws in order to name and describe the function of each. Next, prepare a specific task that properly demonstrates the use of each power saw. EVALUATION/ ASSESSMENT Peer-edit using teachermade criteria sheet TEACHER NOTES 9. learn how to layout and make a rabbet joint using various power tools. 10. learn how to layout and cut a dado, make a rabbet dado joint, and how to make cuts with power tools. RST.11-12.3,4 9.3.ST.2 9.3.12.AC.1 8.1.12.F.1 9.3.12.AC-DES.1 8.1.12.F.1 investigate a specified Website to gather background information about rabbet joints, then observe a teacher demonstration of preparing this type of joint. Next, select a small drawer, which they will strengthen by making a rabbet joint. Students must be specific, and include the type and size of wood they will use. investigate a specified Website to gather background information about dado joints, and then observe a teacher demonstration of dado joint formation. Complete teacher-made check sheet Peer-assessed using a teacher-made skill test. http://en. wikipedia.org/ woodworking joints http://www. about-building-incanada.com/ wood-joints.htm

TEC603 WOODS TECHNOLOGY 12 HAND TOOLS AND POWER TOOLS CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: Students will: 10. (continued) Next, perform an exercise in which they hand-cut a dado into a narrow board in order to fit another piece into the joint. Demonstrate cutting a dado on a table saw, router, and radial-arm saw. EVALUATION/ ASSESSMENT TEACHER NOTES 11. identify the major types of lap joints. 9.3.12.AC-DES.1 8.1.12.F.1 CRP2,8,11 investigate a specified Website to gather information about lap joints, and then perform an exercise to calculate the number of dado cuts needed for joining two-6 inch boards to make the strongest possible joint. Skills sheet assessed for accuracy and completeness Teacher notes for group discussion http://dixeline.com/ woodjoint.htm 12. describe how miter joints are cut with various power tools and explain the importance of accuracy when cutting them. 9.3.ST.2 9.3.12.AC-DES.6 8.1.12.F.1 CRP2,8,11,12 investigate a specified Website to gather information about miter joints, observe a teacher demonstration, then select a variety of geometric figures in order to calculate their joint angles. Next, brainstorm in small groups first, the various ways to make a miter joint structurally strong then cut a number of short boards until they can make a perfect 45 o angle joint. Complete skill sheet for miter joints Skill sheet assessed for accuracy and completeness Teacher anecdotal notes http://dixeline.com/ woodjoint.htm

TEC603 WOODS TECHNOLOGY 13 HAND TOOLS AND POWER TOOLS CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 13. describe a mortise and tendon joint, and explain how hand tools are used to assemble on. 9.3.ST.2 9.3.12.AC-MO.3 8.1.12.F.1 Students will: observe a teacher demonstration, then investigate a specified Website to learn about the characteristics of a mortise and tendon joint. Next, they will lay out a mortise in a block of wood and then cut it out with specifically selected hand tool then using a teacher-provided sample tendon, calculate its location in a matching post. EVALUATION/ ASSESSMENT Teacher anecdotal notes Skill sheet assessed for accuracy and completeness TEACHER NOTES www.woodworker. com/ tipsmortendon. html 14. learn how to properly construct a drawer. 9.3.12.AC.1,2 9.3.12.AC-DES.1 observe a teacher demonstration, then brainstorm ways to construct a drawer using simple casework construction lay out the necessary dado joints along the board. Complete skill sheet. Teacher anecdotal notes 15. identify several methods of making and installing shelves within a cabinet, and then build a bookcase using simple casework construction. 8.1.12.F.1 9.3.12.AC.1 9.3.12.AC- DES.1,6 CRP2,8,11,12 investigate a specified Website to gather background information about cabinet shelf formation. Then select a basic design and use pencils, tape measures, and boards in order to be able to lay out dado joints along the board, then figure out the cuts and lay them out on the boards that will join together to form a bookcase. Assessed using teachermade rubric http:www.aboutbuilding-incanada.com/woodjoints.htm

TEC603 WOODS TECHNOLOGY 14 III. SAFETY Essential Question(s): Enduring Understanding(s): a) How do safety practices influence wood manufacturing and the work environment? a) Safety precautions enable carpenters to achieve success without injury, making them valuable as an employee. SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 16. Learn the safety procedures that need to be followed when using power drills. 17. identify the various qualities, as well as functioning possibilities associated with a power drill when used for woodworking. 18. learn to operate a router correctly, safely and effectively. 9.3.12.AC-CST.9 9.3.12.AC-CST.9 9.3.12.AC-DES.6 Students will: observe a teacher demonstration, then perform a teacher-made, hands-on exercise that will demonstrate the tremendous force that can be generated from a large drill cutter, especially if it were to become jammed. Practice the proper hold-down techniques and the proper stance for safe operation. Complete analysis questions. perform a teacher-generated activity in which they will demonstrate the use of several types of depth stops associated with power drills. Then perform an exercise to determine the size a drill block would need to be to hold 16 different sized drills with a quarter of an inch between each. observe a teacher demonstration, then perform a series of teacher-designed, hands-on exercises including: 1. matching diameter bits to RPM settings. 2. demonstrating the correct way to install router bits. 3. installing an inlay in a piece of wood working, and providing a remedy EVALUATION/ ASSESSMENT Analysis questions assessed for accuracy and completeness Assessed using teachermade rubric Teacher anecdotal notes and peer-review practices. TEACHER NOTES

TEC603 WOODS TECHNOLOGY 15 SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 18.(continued) Students will: for glue that has squeezed out around the edges and dried. Demonstrate their work to the class for peer review. EVALUATION/ ASSESSMENT TEACHER NOTES 19. learn to operate a combination belt-and-disc sander, and a stationary belt sander. 9.3.12.AC-CST.9 RST.11-12.2,4 observe a teacher demonstration, then prepare a series of wood blocks that they will sand with different grits of sanding belts. They will explain in written and oral form the reasons for the differences in appearance that exist. Student work and written report assessed for accuracy and quality of work 20. learn to correctly operate a stationary disc sander. 9.3.12.AC-CST.7 CRP4,12 observe a teacher demonstration, the demonstrate their own ideas and methods to sand a circular form on a disc sander and a hollow form with an oscillating spindle sander, then present their ideas so the class for review. Teacher anecdotal notes and peer review. 21. describe the guidelines that should be followed when working with screwdrivers and screws. 9.3.12.AC-CST.5 observe a teacher demonstration then perform an activity in which they will identify different styles of screws, and then pick the correct screwdriver to be used for each sew and job performed. Written explanation assessed for understanding 22. explain how a clearance hole should be drilled and a wood screw driven into the wood. 9.3.12.AC-CST.9 CRP4,8 observe a teacher demonstration, then perform an exercise to pre-drill holes for two screws in a block of oak. They will first start a screw and note how difficult it is to drive the screw into the oak. Next, dip the Written explanation assessed for understanding

TEC603 WOODS TECHNOLOGY 16 SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: Students will: 22. (continued) second screw into paste wax and have the students drive this screw into the second hole. Explain their results in written form. EVALUATION/ ASSESSMENT TEACHER NOTES 23. identify the various types of joints and how they function. 9.3.12.AC.1 9.3.12.AC-CST.7 9.3.12.AC-DES.2 CRP2,4,8 select and preform a hands-on exercise to demonstrate the strength of the various joints by showing how to break a preassembled joint of each type, then prepare a written statement explaining why some joints are weak and some are strong. Written statement assessed for accuracy and understanding 24. explain how to make a dowel join on solid stock material. 9.3.12.AC-DES.8 CRP8 perform an activity using samples of wood in various thicknesses. They will determine what diameter dowel rod should be used for making dowel joints in each of these samples. Next, they will determine the size drill that should be used to make the holes for the dowel rods then determine how to use dowel centers to locate dowel pins in a matching board. Teacher-made rubric 25. identify the main parts of the jointer and demonstrate how it is effectively used. 9.3.12.AC-DES.1 CRP12 perform an exercise that demonstrates how to adjust the in-feed and out-feed tables of the jointer then determine a method they would use to square up a block of wood. Demonstrate their idea to the class. Teacher-made rubric

TEC603 WOODS TECHNOLOGY 17 SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 26. learn to change the blade on a table saw. 9.3.12.AC-CST.9 9.3.12.AC.3 CRP2,3 Students will: observe a teacher demonstration then practice the safety techniques that need to be utilized when changing each type of blade on a table saw. EVALUATION/ ASSESSMENT Visual inspection by teacher TEACHER NOTES 27. learn how to rip and crosscut wood. 9.3.12.AC-CST.9 observe a teacher demonstration then utilize the rip fence to cut a board with the grain. Demonstrate his/her ability to perform the task. Assessed for ability to complete task 28. learn how to use the dado head cutter to cut rabbets and dados on the table saw. 9.3.12.AC-CST.9 observe a teacher demonstration then practice the skill of setting up the blades for a dado or rabbet cut then demonstrate ability to independently complete task. Assessed for ability to complete task 29. demonstrate the correct techniques for driving nails into wood. 9.3.12.AC-MO.3 CRP2,3,4,6,8 observe a teacher demonstration of how to hold a small nail with a pliers while driving it in with a hammer. Student responses to teacher questions perform a series of tests to determine what type of nails and how many nails they will need to build a teacher-selected box. Then make a display of their choosing to illustrate the relationship between a nail s size and its designation. This will be orally presented to the class. Teacher notes during work and presentation

TEC603 WOODS TECHNOLOGY 18 SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 30. explain the proper techniques for planning thin stock. 9.3.12.AC.1 9.3.12.AC-CST.9 Students will: observe a teacher demonstration, then perform a teacher-prepared activity in which they demonstrate how a board can be squared using the planer. Then take a piece of hardwood that is sold in 13/16 inch thickness and plane it to 3/4 inch thickness, which is the same as most manufactured plywood. Complete teacher-made skill sheet. EVALUATION/ ASSESSMENT Skill sheet assessed for accuracy and completeness TEACHER NOTES 31. describe the safe operation of the power miter saw. 9.3.12.AC-CST.9 RST.11-12.3 observe a teacher demonstration and perform several safety exercises that are unique to the power miter saw then complete teacher-made safety checklist. Assessed for accuracy and completion 32. earn to make straight crosscuts, miters, bevels, and dado cuts using the power miter saw. 9.3.12.AC-CST.5,8 observe a teacher demonstration of each cut. Next, practice each cut several times and then perform an exercise to apply the skills learned. Ability to successfully complete given task. 33. Learn the appropriate safety procedures that must be followed when using the band saw. 9.3.12.AC-DES.2,8 9.3.12.AC-CST.5,9 CRP4,8 observe a teacher demonstration of the safety skill that needs to be followed by making relief cuts on the band saw. Explain in detail the process they must follow each time the band saw is used. Teacher anecdotal notes

TEC603 WOODS TECHNOLOGY 19 SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 34. learn how to cut circles and curves on a band saw. 9.3.12.AC-CST.9 RST.11-12.3 CRP2,4 Students will: observe a teacher demonstration then first, lay out and cut a 6 circle using proper safety techniques when operating the band saw. After practicing the skill, display the cuts made for the students to assess. EVALUATION/ ASSESSMENT Peer assessment TEACHER NOTES 35. learn how to change a blade on a band saw. 36. identify the operations that can be performed on the drill press using all safety procedures. 9.3.12.AC-CST.5 CRP2,3 9.3.12.AC-CST.5,9 practice the following steps: 1. Lowering the wheel 2. Ensure the teeth are in the downward position 3. Ensure they are between the guide Posts Demonstrate ability to safely carry out the task. observe the teacher illustrate the process of correctly installing a drill bit. They will next drill into a wood sample using the stop gauge for specific depths. Then demonstrate their ability to safely perform task. Assessed using teachermade checklist Oral feedback and completion of safety sheet 37. identify the common turning tools. 9.3.12.AC-CST.7,8 observe a teacher demonstration then perform an activity using the various turning tools learned to determine what each turning tool would be used for on the lathe. Complete a tool identification sheet. Assessed using teachermade checklist

TEC603 WOODS TECHNOLOGY 20 SAFETY CONTENT OUTLINE STANDARDS SUGGESTED ACTIVITY The student will be able to: 38. explain the procedure for faceplate turning. 9.3.12.AC-CST.9 Students will: observe a teacher demonstration, then obtain pieces of wood and a faceplate, and practice the skill of attaching the faceplate to the lathe. The teacher will observe and monitor their ability to use proper safety techniques. EVALUATION/ ASSESSMENT Teacher observation and notes TEACHER NOTES 39. select the correct adhesive and appropriate clamps for holding and edge joint together. 9.3.12.AC.1,2 9.3.12.AC-CST.9 8.1.12.F.1 CRP2,3,4,7,8 investigate specified Web-sites to learn about the various adhesive types that can be utilized for specific jobs, and then observe a teacher demonstration on various types of clamps and adhesives. Next, perform an exercise using two pieces of wood that they will be required to join on edge. They will need to select the proper adhesive and clamp to successfully complete the task which will then be performed on respective projects. Assessed for ability to appropriately complete task. http://www.diynetwork. com/glue&clamp http://www.wood working.com/ wwloletclamp. com

TEC603 WOODS TECHNOLOGY 21 IV. FINISHING Essential Question(s): a) How does the finishing material enhance the project? Enduring Understanding(s): b) Natural products, paints or stains produce different results according to the design of and function of the product. FINISHING CONTENT OUTLINE STANDARDSs SUGGESTED ACTIVITY The student will be able to: 40. determine the steps involved in preparing a finished piece of wood. 9.3.ST.3 9.3.12.AC-MO.3,4, 9.3.12.AC-DES.1,2 8.1.12.F.1 CRP2,3,4,7,8,11,12 Students will: investigate a specified website to learn about finishing wood to produce a professional looking product then observe a demonstration of the various types of sandpapers. Next, put on their gloves and masks to practice various sanding techniques using teacher-provided wood samples then evaluate poorly sanded items and determine what procedures should have been followed. EVALUATION/ ASSESSMENT Assessed using group analysis practices TEACHER NOTES http://www.minwax. com http://www.doityour self.com Teacher questions relate to repairing of flaws Resource file 41. select and apply a proper penetrating wood stain finish. 9.3.ST.3 9.3.12.AC-DES.8 investigate specified websites to learn about the types of staining techniques available then observe a teacher demonstration illustrating proper staining techniques including safety precautions and recommended procedures. Apply this skill to their respective projects. http://www.minwax.com http://doityourself. com/scat/furnishings

TEC603 WOODS TECHNOLOGY 22 FINISHING CONTENT OUTLINE STANDARDSs SUGGESTED ACTIVITY The student will be able to: 42. cut plastic laminate to an appropriate size and make the laminate adhere to a substance using contact cement. 8.1.12.F.1 9.3.12.AC-CST.9 Students will: investigate specified websites to gather information about laminating materials then observe a teacher demonstration illustrating cutting, applying cement and adhering a laminate to a substrate. Practice trimming out and smoothing the edges for the finished product. EVALUATION/ ASSESSMENT Assessed for ability to successfully complete tasks TEACHER NOTES http://www.en.wiki pedia.org/wiki/laminate http://www.woodweb. com 43. select, design, and produce a personally chosen finished product utilizing the previously learned skills, tools, and materials. 9.3.12.AC.1,2,3,6 9.3.12.AC- DES.1,2,4,5,6,7,8 9.3.12.AC- CST.3,4,5,6,8,9 8.1.12.F.1 8.1.12.E.1 CRP2,3,4,6,7,8,11,12 investigate specified Web-sites, and then engage in several selected performance-based tasks that incorporate the use of the following: cutting tools, joinery techniques, face frame construction, draw and door construction, molding installations, veneering, laminating, fastening, gluing, staining, and fine finishing procedures. Use the information obtained to select and complete a construction project such as: a bookcase, an entertainment center, a coffee table, an end table, a desk/wall unit, or a conference table. Descriptions of the methodology utilized, prepare specific plans and procedures, and record their progress in their weekly log. Complete a detailed, written self-assessment of their progress and finished products. Assessed using teachermade rubric and written self-assessment sheets

TEC603 WOODS TECHNOLOGY 23 TEXTBOOKS BIBLIOGRAPHY Wagner, Willis H. and Clois E. Kicklighter. Modern Woodworking: Tools, Materials, and Processes. Goodheart-Willcox, Publications, 2006. REFERENCE BOOKS Feirer, Dr. John L. Cabinetmaking and Millwork. Mission Hills, CA. Glencoe Publishing Company, 1977. Feirer, Dr. John L. Wood Technology and Processes. Woodland Hills, CA. Glencoe/McGraw Hill, 2006. Feirer, Dr. John L. Woodworking for Industry. Peoria, IL. Chas. A. Bennett Co., Inc., 1979. WEBSITES http://www.about-building-in-canada.com/woodjoints.htm http://www.careersinwood.com http://www.diynetwork.com/glue&clamp http://dixeline.com/woodjoint.htm http://www.doityourself.com http://en.wikipedia.org/wiki/laminate http://en.wikipedia.org/woodworkingjoints http://www.freeworkingplan.com http://www.joewoodworker.com http://www.minwax.com http://www.osha.gov http://www.rockier.com http://www.wood-worker.com http://www.woodbin.com/ref/index.htm http://www.woodnet.com http://www.woodsmith.com http://www.woodweb.com http://www.woodworker.com/tipsmortendon.html http://www.woodworking-com/wwiolet-clamp.com http://www.woodzone.com

TEC603 WOODS TECHNOLOGY 24 APPENDIX A SAMPLE AUTHENTIC ASSESSMENT

TEC603 WOODS TECHNOLOGY 25 Scenario: The office has requested that the cabinetmaking class build a series of boxes designed and constructed to fit different size office storage openings. This requires that each student work both independently and cooperatively to complete this task. Each individual will have to measure dimension, layout, cut, joint, and fabricate multiple ¾ plywood boxes. Each student will then prepare and deliver an oral presentation explaining and justifying their work. Successful completion of this task will provide the main office personnel with an organized system for storing various forms and documents that need to be readily available. Teacher Notes: The students will need to accomplish the following tasks: Meet with office representatives to determine exact needs Accurately measure the cabinet opening or size of office forms Develop working drawings with dimensions and cutting list for all needed parts Include material thickness, joinery, and guide clearance allowances Select all needed materials Layout cutting procedures Set up necessary machine operations following all safety practices Cut to size and layout joinery Use appropriate machines and safety procedures to fabricate joinery Dry fit and test clamp checking dimensioning and square Prepare assembly and check for square Prepare finished product with a clear finish Deliver and install. Place proper forms in appropriate boxes to ensure all boxes are properly sized Record daily progress in log to assess level of productivity throughout the process

TEC603 WOODS TECHNOLOGY 26 APPENDIX B RUBRIC FOR AUTHENTIC ASSESSMENT

TEC603 WOODS TECHNOLOGY 27 AUTHENTIC ASSESSMENT RUBRIC PROJECT ACCOMPLISHED EMERGING NEEDS IMPROVEMENT DEGREE OF DIFFICULTY AND ABILITY TO SOLVING PROBLEMS Project selected required a high degree of expertise and precision. Logical and sequential thinking skills are applied. A thorough understanding of each aspect of the project is evident. Student knows exactly what to do when problems arise. Project selected required the appropriate level of difficulty. Logical thinking skills are applied. A general understanding of each aspect of the project is evident. Student requires some guidance when problems arise. Project selected requires a minimal level of difficulty. Thinking skills are not consistently logical or sequential. There is a lack of understanding regarding each aspect of the project. Student has difficulty solving problems even with the guidance of the teacher. TOOLS, USAGE, AND PROCEDURES Student is able to select the correct tools and materials independently. Processes are well organized, so that each step of the procedure is effectively and efficiently completed. Student is able to select tools and materials with limited assistance. Processes are generally organized, yet some procedural changes may need to be periodically made. Student is unable to select tools and materials independently. Processes are poorly organized requiring frequent changes to be made. SAFETY Demonstrates and promotes the safe and correct use of materials, equipment, and all technology at all times. Uses materials, equipment, and technology safely and correctly with some advisement. Does not use materials, equipment, and/or technology safely. ACCURACY All lumber/materials cuts are even, no splits in the materials are observed. Project closely follows established plan. Some lumber/material cuts are uneven, a few splits in the wood are found. Project looks like original plan, but may not be correctly sized. All or most lumber cuts are uneven, several splits in the wood are found. Project does not follow original plan. FINISH AND CRAFTSMANSHIP Excellent finish with attention to detail. Joints are tight, no nail or hammering marks are showing, cuts are straight, smooth, and even. Measurements are flush. Holes are the correct size, smooth, and in the proper location. Good finishing coat. Joints are held together, a few hammering marks visible, and a few nails protruding. Most cuts are straight, smooth, and even. Measurements are within 1/16 of an inch. Holes are very close to the exact size, slightly rough, but in the right place. Little or no finish evident. Some joints are loose. Gouges found in the wood. Wood splits by nails in several places. Cuts are neither straight nor smooth. Measurements are not within a ¼ of an inch. Holes are not made. PRESENTATION Communicates information with a high degree of clarity along with the ability to explain how desired results were obtained. Communicates information with some degree of clarity. Has difficulty explaining how all desired results were obtained. Communicates information with very little clarity. Cannot explain how results were obtained.

TEC603 WOODS TECHNOLOGY 28 APPENDIX C NEW JERSEY STUDENT LEARNING STANDARDS 3 - English Language Arts 4 - Mathematics 5 - Science 8 - Technology 9-21st Century Life and Careers

TEC603 WOODS TECHNOLOGY 29 APPENDIX D CURRICULUM MODIFICATIONS & ADAPTATIONS

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